few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: F

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Understand place value.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Work with numbers 11–19 to gain foundations for place value.

Understand the place value system.

Extend the counting sequence.

Use place value understanding and properties of operations to add and subtract.
problem_activity: Narrative
The purpose of this Number Talk is for students to demonstrate strategies and understandings they have for multiplying multi-digit whole numbers. These understandings help students develop fluency. The products in the number talk get increasingly more cumbersome to keep track of mentally so students can identify times when products are more easily found mentally and when the algorithm, with pencil and paper, might be preferable.
Launch
Display one problem.
“Give me a signal when you have an answer and can explain how you got it.”
Activity
1 minute: quiet think time
Record answers and strategy.
Keep problems and work displayed.
Repeat with each problem.
Student Facing
Find the value of each expression mentally.
\(230 \times 10\)
\(230 \times 12\)
\(230 \times 15\)
\(232 \times 15\)
Student Response
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Activity Synthesis
“Which problem was the most challenging to solve mentally? Why do you think so?” (Answers vary, but students will likely mention one of the last three because there are different products to keep track of and add.)


correct_option_index: 3